Abstract This study looks at the challenges and support related to implementing Open Educational Resources policies in Ethiopian universities. It focuses on how institutional, technological, and cultural factors influence progress toward smart learning environments. Based on theories of policy implementation and innovation diffusion, the research used a qualitative method. This involved analyzing documents and conducting semi-structured interviews with academic leaders, deans, and information and communication technology coordinators from six public universities with different types of institutions. The findings reveal considerable differences in awareness of open educational resource policies, the readiness of digital infrastructure, and faculty involvement. These differences point to variations in technological capacity and governance. While national policy frameworks lay a foundation, weak institutional translation, limited incentives, and a lack of technical and teaching support impede adoption. Conversely, emerging communities of practice, external partnerships, and committed leadership act as important supports. The study concludes that effectively implementing open educational resource policies needs integrated strategies. These strategies should improve institutional governance, provide appropriate incentives, invest in lasting digital infrastructure, and incorporate open resources into teaching methods focused on learners. These insights contribute to national reform efforts and global discussions on promoting inclusive, adaptive, and sustainable smart learning environments in developing areas.
Dawit Legesse Edamo (2026) studied this question.